Step 5 - FINAL VERSION - Argumentative Paragraph

Assignment 2 - ILIN 165

Prof. K. Walper

Name(s): Ámbar Pinto and Omar Rosales

Subject area: Films and Education

The use of films: how subtitled movies are a useful strategy to develop EFL listening
skill comprehension

Thesis statement: Even though low levels of English make it difficult for some students,
the use of subtitled films as a learning strategy for EFL learners should be implemented in
the classrooms to improve listening comprehension.

Despite the difficulties faced by some EFL students' [students because of their]

limited English proficiency, using subtitled movies as a teaching strategy in the classroom

[w.o] stands out as an effective way to improve listening comprehension. One challenge

associated with using this strategy is that some students may be overwhelmed by subtitles due

to their limited understanding and proficiency in the language. For instance, a study

conducted by King (2002) identifies that EFL students [comma] when watching a movie with

English subtitles, begin to doubt and worry about their language proficiency level due to the

subtitles' speed. 1Nevertheless, using this method in the classroom has several benefits. For

instance, it offers visual cues and support through subtitles;[and] it also helps to address the

issue of students' low English proficiency. Furthermore, subtitled films not only encourage

English learning within the classroom but also reinforce everyday practice outside of it

(Gonzalez, 2020). 2Moreover, the integration of subtitles has the potential to significantly

1
Non-captioned Films EFL learners, who are eager to comprehend spoken materials intended for native
speakers of English, but, at the same time, have misgivings their own proficiency levels, experience mixed
feelings about non-captioned films. They are worried that they might end up becoming confused and frustrated
when fast-paced dialogues in English-only films whiz by them. (King, 2002, p. 8)

2
Finally, subtitles can motivate students to study English outside the classroom by encouraging the use of
subtitles while watching television, movies, series, etc. (Gonzalez, 2020, p. 5)
boost the enthusiasm of learners. Specifically, motivating them to actively pursue English as

a personal interest while enjoying films. As Ghoneam (2016) argued, "movies should be

utilized in the teaching of EFL listening because of their pedagogical advantages, and English

teachers should be encouraged and trained to use movies more efficiently and effectively in

their classes" (p. 287). In conclusion, using subtitled movies as a teaching strategy in the

classroom has shown to be useful for improving EFL students' listening comprehension,

despite the drawbacks given by their limited English proficiency. Additionally, subtitled films

provide a dynamic learning environment, grabbing the interest of students and encouraging

them to actively participate in the subject matter. Along with enhancing listening

comprehension in the classroom, this strategy also motivates students to keep using and

honing their English outside of class in more diverse and engaging ways.

References
Ghoneam, N. S. (2016). The Effect of Subtitling on the Enhancement of EFL Learners'
Listening Comprehension. Social Science Research Network, 6(4), 275-290.
https://doi.org/10.2139/ssrn.2843947

González, P. (2020). Uso De Los Subtítulos En El Aprendizaje De Una Lengua Extranjera

[Trabajo Fin de Grado]. Universidad de Oviedo.
https://digibuo.uniovi.es/dspace/bitstream/handle/10651/62872/
TFG_PaulaValdesGonzalez.pdf?sequence=6

King, J. R. (2002). Using DVD Feature Films in the EFL Classroom. Computer Assisted
Language Learning, 15(5), 509–523. https://doi.org/10.1076/call.15.5.509.13468
 DRAFT VERSION - Argumentative Paragraph
Assignment 2 - ILIN 165
Prof. K. Walper

Name(s): Ámbar Pinto & Omar Rosales

Subject area: Education and Subtitled films

The use of films: how subtitled movies are a useful strategy to develop EFL listening
skill comprehension

Thesis statement: Even though low levels of English make it difficult for some students, the
use of subtitled films as a learning strategy for EFL learners should be implemented in the
classrooms to improve listening comprehension.

Even though low levels of English make it difficult for some students, the use of
subtitled films as a learning strategy for EFL students should be implemented in classrooms
in order to improve listening comprehension. It is believed that oneof the challenges of using
subtitled films in the classroom as a learning tool is that some students may feel
overwhelmed by not understanding the subtitles due to their level of English. The study
conducted by King (2002) indicates that EFL students when watching a movie with English
subtitles, begin to doubt and worry about their level of language proficiency due to the speed
of the subtitles. We believe that one solution to this challenge is that students with weaker
English competence can more easily understand and interact with spoken language by
offering visual clues and help through subtitles. Studies suggest that the use of subtitles in
movies encourages students to study English not only in the classroom but also outside the
classroom on a daily basis Gonzalez (2020). It could be the case that students feel highly
motivated not only to watch series and movies but also to learn English through subtitles as a
hobby. Students listening comprehension increases when subtitled movies are presented in
class, and this practice also promotes the habitual watching of subtitled films. In his study,
Ghoneam (2016) states that "movies should be utilized in the teaching of EFL listening
because of their pedagogical advantages, and English teachers should be encouraged and
trained to use movies more efficiently and effectively in their classes" (p. 287). 3In

3
Ghoneam, N. S. (2016). The Effect of Subtitling on the Enhancement of EFL Learnerss Listening
Comprehension. Social Science Research Network. https://doi.org/10.2139/ssrn.2843947
conclusion, using subtitled movies as a teaching technique recognizes the difficulties
experienced by EFL students and offers a useful resource to improve their listening
comprehension. Educators may foster an inclusive and immersive language learning
environment that supports students' language development and gives them the tools they need
to interact with the English language on their own by embracing subtitled movies.

References:

Ghoneam, N. S. (2016). The Effect of Subtitling on the Enhancement of EFL Learnerss Listening

Comprehension. Social Science Research Network, 6(4), 275-290.

https://doi.org/10.2139/ssrn.2843947

González, P. (2020). Uso De Los Subtítulos En El Aprendizaje De Una Lengua Extranjera [Trabajo

Fin de Grado]. Universidad de Oviedo.

https://digibuo.uniovi.es/dspace/bitstream/handle/10651/62872/TFG_PaulaValdesGonzalez.pdf?

sequence=6

King, J. R. (2002). Using DVD Feature Films in the EFL Classroom. Computer Assisted Language

Learning, 15(5), 509–523. https://doi.org/10.1076/call.15.5.509.13468

 Step 2 – Send it to your peer editor.
Rubric for the peer editors:
1. Read the text and make annotations using the comments tool
2. Write comments on each of the items below.
3. You do not need to give them a mark, but you could mark which box you think
applies (for each).

NAMES OF PEER EDITOR(S): Romina Gajardo and Paulina Ordóñez.

Argumentative Paragraph
Criteria Below expected level: On the expected
Several problems in level: Only a few Above expected level:
content, language problems in content, Minimal (or none) problems Score
conventions and language conventions in content, language
mechanics. and mechanics. conventions and mechanics.
(In addition to criteria “on
the expected level”)

Grade Indication Insufficient Sufficient Excellent

2-4 5-8 9 -10
Title • Covers the content • Appealing, covers • Appealing, covers the 9
insufficiently, not appealing. the content of the content. Original, creative,
paragraph. engaging.
Comments: The title summarize very well the idea of the paragraph, it’s engaging and creative. Be
careful with the structure because titles do not end with a full stop.

Thesis Statement • Expository thesis • Argumentative thesis • Argumentative thesis 7

statement statement presented statement presented.
• Thesis statement • However, the thesis • Argumentative thesis
evidences lack of statement still needs statement properly structured.
understanding about the some work.
topic.
Comments: The ideas were well presented but it still has some room for improvement.

Topic Sentence • Introduces the paragraph • Introduces the • Introduces the paragraph and 6
but does not foreshadow the paragraph and foreshadows the main ideas to
main ideas to be developed, foreshadows some of be developed.
nor the two sides to be the main ideas to be • It presents the two sides to
discussed. developed or the two be discussed.
sides to be discussed. • It states which side is
supported by the author(s).
Comments: It doesn’t present the two sides to discussed, maybe it could summarize better the topics
that the paragraph is going to develop.

Content • Poor selection of relevant • Proper selection of • Appropriate selection of 6

literature. relevant literature, relevant literature; arguments
• Incomplete/incorrect however, the properly developed.
display of literature. Too arguments are not • Text is argumentative.
many direct quotes, for properly developed. • Text contains variation of
 example. • Limited signal phrases, linking words
• Incoherent or limited argumentation, mainly and vocabulary (terminology).
argumentation. exposition of ideas.
• Text contains a lot of • Text contains a lot of
repeating elements (signal repeating elements
phrases, linking words, (signal phrases,
vocabulary). linking words,
vocabulary).
Comments: Sometimes there was no linking between the arguments and sources, maybe if they look
for more specific papers, they could find better quotes to add. For example, the paper called “Film
clips to improve listening skills in teaching English as a foreign language” by María Isabel Mosquera
Zapata could be of help.

• None of the two sides are • Sides of the • Both sides are discussed 6
Critical attitude critically discussed argument are through argumentation.
and development • The difference between discussed but only • Ideas properly support the
of ideas facts and opinions is through the exposition thesis statement
unclear. of ideas. • Ideas are not only supported
• Ideas are unclear and not • Ideas are supported but enhanced through
supported by evidence. by evidence. evidence.
• Absence of critical • Ideas are presented • Ideas are presented in a
thinking. in a logical, well- logical, well-developed, and
developed, and organised manner.
organised manner. • Excellent transitions
• Excellent transitions between paragraphs.
between paragraphs. • Shows critical thinking by
• Attempts to linking ideas.
incorporate critical
thinking.
Comments: Arguments are presented but could improve in their development, the evidence could also
be better selected to emphasise what it is saying. Overall good critical thinking.

Paraphrasing and • Does not incorporate • Attempts to • Successfully incorporates 9

direct quotes paraphrasing and/or incorporate paraphrasing and/or
summarising techniques to paraphrasing and/or summarising techniques to
reference previous work. summarising reference previous work. One
• No paraphrasing, only techniques to referencedirect quote only. The rest is
direct quotes which make previous work, paraphrased. To show they
the text look like a puzzle.however, it is not paraphrased, student(s) have
properly done. Two or incorporated the direct quote
more direct quotes. To as a footnote.
show they
paraphrased,
student(s) have
incorporated the
direct quote as a
footnote.
Comments: Every quote was well done except the second one (Gonzales, 2020).

Pattern of • Does not follow either • Attempts to follow • Follows one of the patterns 7
organisation pattern of organisation one pattern of of organisation properly
(block or point-by-point) organisation but does (block or point-by-point).
not succeed in • Ideas make sense in the way
organising the they have been organised.
arguments properly
(block or point-by-
point).
Comments: The paragraph follows a pattern, but it was not very clear. You could improve the
organisation of the points.
 Main ideas • Main ideas only support • Attempts to structure • Main ideas appropriately 8
one side of the argument paragraphs structured and support both
• Main ideas are appropriately but still sides.
disorganised or not linked needs work. • Main ideas well supported
together • Main ideas, though with evidence.
• Inappropriate paragraph present, are not • Main ideas linked together
structure properly supported by through connectors.
evidence
Comments: Main ideas were well presented but the support evidence could improve, try to find better
quotes.
Concluding • Absent. • Attempts to restate • Concludes by restating the 8
sentence • Does not restate the thesis the thesis statement thesis statement in a different
statement nor the supported but does succeed in way (paraphrased, language is
side of the argument. concluding the different, not word-by-word).
paragraph.
Comments: The attempt to restate the thesis statement was done, but the conclusion is overall quite
general. It needs to be more precise and conclude the main ideas of the paragraph.
Language usage • Inconsistent use of • Good use of • Great use of grammar, few 9
and structure grammar. grammar but some errors.
• Informal language used. error which hinder • Formal language used
• Inappropriate use of understanding. throughout.
punctuation symbols. • Informal language • Punctuation symbols used
• Inappropriate sentence still present but mostly properly.
structure (run on sentences formal language • Great sentence structure,
and sentence fragments attempted. varied.
hinder understanding of the • Punctuation symbols • Terminology incorporated.
text). used but still some
• Terminology missing errors present.
• Some sentence
structure problems
present but they do not
hinder understanding
of the text.
• Terminology
incorporated.
Comments: Very good use of punctuation, few small mistakes in spelling.

References • Insufficient references (or

• References present, • References smoothly 10
none). sufficient, and integratedinto the text.
• References are not appropriately • Correct in-text references to
presented in APA format. presented (APA). support the corresponding
• Correct in-text points.
references to support
the corresponding
points.
Comments: References are well done; they follow APA rules.

TOTAL
85/
110
Mark

Step 4 – Peer editor: send it back please

GREAT JOB BY YOUR PEER-EDITORS!
Rubric for Miss K:

Criteria Below expected level: On the expected

Several problems in level: Only a few Above expected level:
content, language problems in content, Minimal (or none) problems Score
conventions and language conventions in content, language
mechanics. and mechanics. conventions and mechanics.
(In addition to criteria “on
the expected level”)

Grade Indication Insufficient Sufficient Excellent

2-4 5-8 9 -10
Title • Covers the content • Appealing, covers • Appealing, covers the 10
insufficiently, not appealing. the content of the content. Original, creative,
paragraph. engaging.
Thesis Statement • Expository thesis • Argumentative thesis • Argumentative thesis 10
statement statement presented statement presented.
• Thesis statement • However, the thesis • Argumentative thesis
evidences lack of statement still needs statement properly structured.
understanding about the some work.
topic.
Topic Sentence • Introduces the paragraph • Introduces the • Introduces the paragraph and 10
but does not foreshadow the paragraph and foreshadows the main ideas to
main ideas to be developed, foreshadows some of be developed.
nor the two sides to be the main ideas to be • It presents the two sides to
discussed. developed or the two be discussed.
sides to be discussed. • It states which side is
supported by the author(s).
Content • Poor selection of relevant • Proper selection of • Appropriate selection of 10
literature. relevant literature, relevant literature; arguments
• Incomplete/incorrect however, the properly developed.
display of literature. Too arguments are not • Text is argumentative.
many direct quotes, for properly developed. • Text contains variation of
example. • Limited signal phrases, linking words
• Incoherent or limited argumentation, mainly and vocabulary (terminology).
argumentation. exposition of ideas.
• Text contains a lot of • Text contains a lot of
repeating elements (signal repeating elements
phrases, linking words, (signal phrases,
vocabulary). linking words,
vocabulary).
• None of the two sides are • Sides of the • Both sides are discussed 8
Critical attitude critically discussed argument are through argumentation.
and development • The difference between discussed but only • Ideas properly support the
of ideas facts and opinions is through the exposition thesis statement
unclear. of ideas. • Ideas are not only supported
• Ideas are unclear and not • Ideas are supported but enhanced through
supported by evidence. by evidence. evidence.
• Absence of critical • Ideas are presented • Ideas are presented in a
thinking. in a logical, well- logical, well-developed, and
developed, and organised manner.
organised manner. • Excellent transitions
• Excellent transitions between paragraphs.
between paragraphs. • Shows critical thinking by
• Attempts to linking ideas.
incorporate critical
thinking.
Paraphrasing and • Does not incorporate • Attempts to • Successfully incorporates 8
 direct quotes paraphrasing and/or
summarising techniques to
reference previous work.
• No paraphrasing, only
direct quotes which make
the text look like a puzzle.
Pattern of • Does not follow either
organisation pattern of organisation
(block or point-by-point)
Main ideas • Main ideas only support
one side of the argument
• Main ideas are
disorganised or not linked
together
• Inappropriate paragraph
structure
Concluding • Absent.
sentence • Does not restate the thesis
statement nor the supported
side of the argument.
Language usage • Inconsistent use of
and structure grammar.
• Informal language used.
• Inappropriate use of
punctuation symbols.
• Inappropriate sentence
structure (run on sentences
and sentence fragments
hinder understanding of the
text).
• Terminology missing
References • Insufficient references (or
none).
• References are not
presented in APA format.
incorporate paraphrasing and/or
paraphrasing and/or summarising techniques to
summarising reference previous work. One
techniques to referencedirect quote only. The rest is
previous work, paraphrased. To show they
however, it is not paraphrased, student(s) have
properly done. Two or incorporated the direct quote
more direct quotes. To as a footnote.
show they
paraphrased,
student(s) have
incorporated the
direct quote as a
footnote.
• Attempts to follow • Follows one of the patterns 10
one pattern of of organisation properly
organisation but does (block or point-by-point).
not succeed in • Ideas make sense in the way
organising the they have been organised.
arguments properly
(block or point-by-
point).
• Attempts to structure • Main ideas appropriately 8
paragraphs structured and support both
appropriately but still sides.
needs work. • Main ideas well supported
• Main ideas, though with evidence.
present, are not • Main ideas linked together
properly supported by through connectors.
evidence
• Attempts to restate • Concludes by restating the 10
the thesis statement thesis statement in a different
but does succeed in way (paraphrased, language is
concluding the different, not word-by-word).
paragraph.
• Good use of • Great use of grammar, few 9
grammar but some errors.
error which hinder • Formal language used
understanding. throughout.
• Informal language • Punctuation symbols used
still present but mostly properly.
formal language • Great sentence structure,
attempted. varied.
• Punctuation symbols • Terminology incorporated.
used but still some
errors present.
• Some sentence
structure problems
present but they do not
hinder understanding
of the text.
• Terminology
incorporated.
• References present, • References smoothly 10
sufficient, and integrated into the text.
appropriately • Correct in-text references to
presented (APA). support the corresponding
• Correct in-text points.
references to support
 the corresponding
points.
TOTAL
103
/
110
Mark 6.4
Comments:
The benefits need more directly linked evidence, like for example the comprehension skill mentioned in the
title. Plus you never really explain how the issue of limited proficiency could be overcome.

Bear these things in mind for your final essay.

Thanks. Take care!
K.